Origin of the anomalous piezoelectric response in wurtzite Scx_xAl1−x_{1-x}N alloys

The origin of the anomalous, 400% increase of the piezoelectric coefficient in Sc$_x$Al$_{1-x}$N alloys is revealed. Quantum mechanical calculations show that the effect is intrinsic. It comes from a strong change in the response of the internal atomic coordinates to strain and pronounced softening of C$_{33}$ elastic constant. The underlying mechanism is the flattening of the energy landscape due to a competition between the parent wurtzite and the so far experimentally unknown hexagonal phases of the alloy. Our observation provides a route for the design of materials with high piezoelectric response.Comment: 10 pages, 4 figures, accepted for publication in Phys. Rev. Let

CMOS-Integrated Film Bulk Acoustic Resonators for Label-Free Biosensing

The throughput is an important parameter for label-free biosensors. Acoustic resonators like the quartz crystal microbalance have a low throughput because the number of sensors which can be used at the same time is limited. Here we present an array of 64 CMOS-integrated film bulk acoustic resonators. We compare the performance with surface plasmon resonance and the quartz crystal microbalance and demonstrate the performance of the sensor for multiplexed detection of DNA

Anomalously high thermoelectric power factor in epitaxial ScN thin films

Thermoelectric properties of ScN thin films grown by reactive magnetron sputtering on Al2O3(0001) wafers are reported. X-ray diffraction and elastic recoil detection analyses show that the composition of the films is close to stoichiometry with trace amounts (similar to 1 at. % in total) of C, O, and F. We found that the ScN thin-film exhibits a rather low electrical resistivity of similar to 2.94 mu Omega m, while its Seebeck coefficient is approximately similar to-86 mu V/K at 800 K, yielding a power factor of similar to 2.5 x 10(-3) W/mK(2). This value is anomalously high for common transition-metal nitrides.Funding Agencies|Swedish Research Council (VR)|621-2009-5258

The role of consumer generated content, electronic word of mouth and online reviews in the travel planning process

The original idea of the work was sparked during my time in the tourism industry and I was trusted to be in charge of generating content for our webpage. My interest in marketing started growing at this moment and motivated me to pursue my studies at JAMK. For the thesis I decided to keep my focus on content generation but rather than focusing on firm generated content I turned my focus towards the customer and consumer generated content. The main objectives were to examine the general perception of CGC, eWOM and online reviews. Whether or not consumers trust in content that is created by fellow consumers and what motivates them to post content themselves. The approach was quantitative as the instrument for data collection was a questionnaire to get insight in the general public’s view on CGC, eWOM and online reviews. The questionnaire was created with google docs and was distributed over various social media platforms. The focus was wide as it targeted everyone who at some point in their life has travelled for pleasure. The results showed that CGC, eWOM and online reviews plays a big role in the early stages of travel planning but the importance of them fades as the traveler gets further with his or her plans. It also shows that the most common platforms for consumers to read various types of CGC from are dedicated review webpages, travel agencies own webpages as well as social media platforms such as Facebook and Instagram. Conclusions that were drawn are also established in other researches

To teach about narrative texts : How to work with genre pedagogy with focus on narrative texts

The intention of my research is to increase understanding of what teaching with genre pedagogy, with focus on narrative texts, can look like. Through previous research and literature, I describe the emergence of genre pedagogy, why genre pedagogy is used, what a narrative text is and how it can be evaluated. The empirical material of the study consists of qualitative research interviews with teachers, as well as document analyses of the teachers’ educational plans with the purpose to gain a broader view of teaching with narrative texts. I have deliberately chosen the school I carried out my survey on. From my own experience, I know that this school work with genre pedagogy, which made it easier for me and the teachers as they knew the concepts, methods and terminology behind my questions. The results of the survey show that genre pedagogy promotes students’ learning, regardless of whether teachers choose to follow the structured circle model or focus on the creative personal writing. Both former researches and my teacher informants believe that the genre pedagogical teaching helps the students’ to develop subject language and their strategies for reading and writing texts in different genres. Nevertheless, as the results display, extra support is sometimes needed to further enhance students’ writing performance. The result also shows that the assessment of narrative texts usually has the best effect if it is written and formative. Intentionen med min undersökning är att öka förståelsen för hur undervisning med genrepedagogik med fokus på berättande texter kan se ut. Genom att utgå från tidigare forskning och litteratur beskriver jag bland annat genrepedagogikens uppkomst, varför genrepedagogik används, vad den berättande texten är, samt hur denna kan bedömas. Undersökningens empiri består av kvalitativa forskningsintervjuer gjorda med lärare, samt dokumentanalyser av lärarnas pedagogiska planeringar med syfte att få en bredare bild av undervisning av berättande texter. Skolan jag valt att utföra min undersökning på har jag medvetet valt då jag sedan tidigare vetat om att de arbetar genrepedagogiskt, vilket underlättade både för mig och lärarinformanterna då de kände till begreppen i mina frågeställningar. Resultaten av undersökningen visar att genrepedagogisk undervisning främjar elevernas lärande, oavsett om lärarna väljer att följa den strukturerade cirkelmodellen eller om de fokuserar på det kreativa personliga skrivandet. Både tidigare forskare och mina lärarinformanter menar att den genrepedagogiska undervisningen gör att både elevernas ämnesspråk och strategier att läsa och skriva texter inom olika genrer utvecklas. Trots detta framgår dock i resultatet att extra stöttning ibland behövs för att stärka elevernas skrivutveckling ytterligare. I resultatet framgår även att bedömningen av berättande texter oftast har bäst effekt om den är skriftlig och formativ